Nor was all the criticism of Normal School affairs directed towards the teachers who left the profession; those who remained in it were emissaries of evil. Then, as now, there were croakers who thought that a boy born on a farm naturally belonged there, and that any enlightenment which tended to make him dissatisfied with his surroundings was an evil. One, signing himself Angus Dallas of Toronto, wrote several pamphlets attacking the school system. Speaking of the Normal School, he said: "The young men who have attended six months at that institution and leave it with certificates to teach, go forth into the country with the most mistaken estimate of their own importance. They open schools wherever accident places them, and by teaching and familiar intercourse, combined with the example of nomadic habits, for they seldom remain longer than twelve months in one place, they soon contaminate the minds of the older pupils and also of young men who may reside in the neighbourhood, by their doctrines of enlightened citizenship; and thus these pupils soon learn to disdain honest labour."[129] [129] The Toronto schools were at this time very expensively managed as compared with schools in other cities of Upper Canada. This could not be attributed to the expense of Normal-trained teachers. In 1858, ten years after the Normal School was established, no Common School in Toronto was in charge of a Normal-trained teacher, and only two or three such teachers had ever been employed there. See D. H. E., Vol. XIII., p. 299. In 1855, the Legislature had authorized a museum and library in connection with the Department of Education. These were formally opened in 1857 and the library contributed much to increase the efficiency of the Normal School by widening the scope of the students' reading. In the following year the Council of Public Instruction revised the Normal School Regulations. Qualifications necessary for admission were accurately set forth and the course of study defined for both second and first-class certificates. There continued to be two sessions a year, but students who entered to qualify for a second-class certificate spent two or more sessions before reaching a standard entitling them to a first-class certificate.